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Foreword
Teaching comprehension strategies: A metacognitive approach is a series of
seven books using modelling, guided and independent practice to teach students
strategies they can use to develop different reading comprehension skills.
Titles in this series include:

Teachers notes
What is comprehension?
Comprehension is a cognitive process. It involves the capacity of the mind to understand, using logic and reasoning. It is not, as some
students sadly believe, trying to guess the answers to formal exercises, done with a pencil and paper, after reading text. Students need
to know how to think about and make decisions about a text after reading it.

Teaching comprehension

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Metacognitive strategies

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Metacognitive strategies, teaching students how to think about
thinking, are utilised in developing the twelve comprehension
skills taught in this book. Metacognitive strategies are modelled
and explained to students for each skill. As this is essentially
an oral process, teachers are encouraged to elaborate on and
discuss the explanations provided on the ‘Learning about the
skill’ pages and to talk about different thought processes they
would use in answering each question.

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Comprehension skills can and should be developed by
teaching students strategies that are appropriate to a particular
comprehension skill and then providing opportunities for them
to discuss and practise applying those strategies to the texts
they read. These strategies can be a series of clearly defined
steps to follow.
Students need to understand that it is the process not the
product that is more important. In other words, they need
to understand how it is done before they are required to
demonstrate that they can do it.

Students will require different levels of support before they are
able to work independently to comprehend, make decisions
about text and choose the best answer in multiple choice
questions. This support includes modelling the metacognitive
processes, as well as supported practice with some hints and
clues provided.

Higher order comprehension skills are within the capacity
of very young students, but care needs to be taken to ensure
that the text is at an appropriate level and that the language of
discussion is also age-appropriate.

The exercises in this book have been written not to test, but to
stimulate and challenge students and to help them to develop
their thinking processes through modelled metacognitive
strategies, discussion and guided and independent practice.
There are no trick questions, but there are many that require
and encourage students to use logic and reasoning.

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Note: Some students may not be able to complete the activities
independently.

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Students completing the activities in this book will need to
become aware of the concepts of paragraphs and verses.
(Students should discuss the numbering of the paragraphs or
verses in texts before commencing the activities.)

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Particularly in the higher order comprehension skills, there
may be more than one acceptable answer. The reader’s prior
knowledge and experience will influence some of his or her
decisions about the text. Teachers may choose to accept an
answer if a student can justify and explain his or her choice.
Therefore, some of the answers provided should not be
considered prescriptive but more a guide and a basis for
discussion.

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They should practise saying and reading words such as
‘strategies’, ‘paragraphs’, ‘sentence’ etc. so they are familiar
with them.

Note: The terms skills and strategies are sometimes
confused. The following explanation provides some clarification
of how the two terms are used in this book.
Skills relate to competent performance and come from
knowledge, practice and aptitude.

There are students with excellent cognitive processing skills
and a particular aptitude for and interest in reading who
develop advanced reading comprehension skills independently.
However, for the majority of students, the strategies they need
to develop and demonstrate comprehension need to be made
explicit and carefully taught, not just tested; the rationale behind
this series of books.

Strategies involve planning and tactics.
In other words, we can teach strategies that will help students
to acquire specific comprehension skills.

Teaching comprehension strategies

iv

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Teachers notes
The following twelve comprehension skills are included in this book.
Understanding words

Sequencing

Concluding

Cause and effect

Finding information

Finding similarities and differences

Summarising

Fact or opinion

Identifying the main idea

Predicting

Inferring

Point of view and purpose

These twelve skills have been divided into four sections, each
with teachers notes, three different comprehension skills and
three student assessment tests.

There is a test at the end of each section to assess the three skills,
consisting of:

Answers are given for many questions but they may vary,
particularly with the higher order comprehension skills.
Teachers may choose to accept alternative answers if
students are able to justify them.
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v

Information about and answers for
student tests for each of the three skills
are included.
Teaching comprehension strategies

Student pages
Learning about the skill

Practice page

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• The skill is identified and defined.
• The text is presented.

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Text 1

• The logo indicates that this is a teaching
page.

• The logo indicates that this is a teacher
and student page.

• Steps and strategies are outlined.

• Some multiple choice questions and others
requiring explanations are presented with
prompts or clues to assist students.

• Multiple choice questions are presented
and metacognitive processes for choosing
the best answer are described.

Teachers notes – 1
The focus of this section is on the following skills:

Understanding words

Finding information

Understanding words

Identifying the main idea

Finding information

Indicators

Indicators

• Students will use contextual information to determine the meaning of words
and phrases in texts.
• Students will apply metacognitive strategies to reflect on how they determined
the meaning of words and phrases.

• Students scan text to locate keywords.
• Students read text carefully, as many times as necessary to find important
and supporting information and details.

Background information

This section models and explains how to locate keywords in
questions and then in the text. Students are encouraged to scan a
text to identify keywords and then to read the text a number of times,
if necessary, to locate details and to determine which details are
important in clarifying information and in supporting their ideas and
the choices they have made.

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Background information

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The meaning of the words and phrases we use depends on how they
are used in a sentence. Contextual information is a very useful cue
in determining meaning.

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Some students find the concept difficult and need explicit modelling
and supported practice to understand this and to use contextual
information to determine word or phrase meaning. Many are
unaware they can determine meaning by careful consideration of
the text and that there are clues there to help them.

Many students are unaware of the need to return to text or even
that this is permitted and believe they should have understood and
remembered all details from their first reading.

Having identified the keyword in a question, some students find it
quite difficult to scan text to locate these words. It is suggested that
they are assisted by being given additional information; for example,
the specific paragraph they need to read. Many may not be aware
that the first sentence in a paragraph often tells what that particular
paragraph is about and reading it quickly can be very helpful.

In choosing answers to multiple choice questions, students should
first locate the word in the text. They should then read the sentence
and perhaps some others around it, as well as any other parts of the
text that may provide clues to its meaning. They should consider all
answers before making a decision and choosing one.

When locating details in informational text, particular care should
be taken to ensure that the information is accurate and that it is
recorded correctly. Although there is generally more room for
interpretation in fiction, this skill requires students to locate
information that is stated in the text.

Teachers notes – 2
The focus of this section is on the following skills:

Understanding words

Finding information

Identifying the main idea

Student tests

Indicator

Tests have been incorporated to provide teachers with a clear record
of each student’s level of understanding and development pertaining
to each skill.

• Students determine the main idea in a text and in specific paragraphs.

Background information

A class test record sheet is provided on page viii and an individual
student evaluation sheet on page ix.

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If students are able to identify the main idea of a text they are more
likely to comprehend it. This section models how this is done. It
provides opportunities for students to practise this skill and to
understand why it is important.

Helping at home
(NOTE: Pages 22 to 25 are designed to be used in conjunction
with each other.)

The main idea connects the ideas expressed in the paragraphs
and gives coherence to the text. Some students may find it easier
to practise this skill at the paragraph level, particularly if they
understand that the first sentence is often the topic sentence and
may contain the main idea.

Another very significant clue is the title, which usually indicates what
the text is about and may incorporate its main idea. Another is the
conclusion, which in some text types often restates the main idea.
In expository text, the main idea is stated in the first paragraph,
where the writer is expected to state the issue and his or her position
on it.

When selecting the main idea in multiple choice questions, it is
essential that students read all the choices carefully, because while
all of them are often ideas expressed in the text, generally one is
more of an overall summary of the text’s focus.

Our lunches and snacks were in plastic bags with our names
written on labels. They went in a coloured plastic box in a
secret place in the bottom of the bus. My mum put a small
bottle of sunscreen in my lunch bag so I could spread it on and
not get sunburnt.

2.

We all wore our school hats and name badges in case we got
lost.

3.

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sgot into small groups
ufarm,
per
When we finally arrived ats
the
we

It took a very long time to travel there. The big bus was noisy
and uncomfortable because we had to sit with three people on
a seat. We didn’t have to wear seatbelts.

4.

5.

and wandered around looking at and touching all the animals.

By the time we got on the bus to go back to school we were all
exhausted. Some children even fell asleep! We all had great
fun!

6.

Teaching comprehension strategies

4

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Understanding words
Learning about the skill
Learn how to work out the meaning of new words.
• Find the word. Draw a line under it.
• Find the sentence the word is in. Think about the other words in the sentence
because they may help.

Teac
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• Check all the answers before choosing.

1.

Read the question.
What does the word parents mean?
(a) a fruit
(b) to run
(c) pets
(d) mums and dads

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• If you still don’t know,
think about the sentences
before
and after, and even
p
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the whole paragraph if you need to.
S

3. Choosing the best answer.
(a) The sentence tells about something or someone who is going to
help Mrs White look after the children. A fruit couldn’t do this! This
is not a good answer.

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(b) If we put the words to run in the sentence in place of parents,
the sentence would say ‘We took some to run to help Mrs White
look after us’. This makes the sentence sound wrong. This is not
a good answer.
(c) Pets would not be able to help Mrs White look after the children.
This is not a good answer.
(d) If we put the words mums and dads in the sentence instead of
parents it makes sense, because mums and dads would be able
to help Mrs White look after the children. This is the best answer.
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5

Teaching comprehension strategies

Understanding words
Practice page
Practise working out the meaning of words.
(Clues are given to help you!)
1. Find and draw a line under the word labels in
paragraph 2.

All T-rex dinosaurs had giant, pointed teeth which they used
to devour other dinosaurs for dinner. He wanted to be just like
everyone else. He was supposed to be one of the scariest reptiles
who ever lived, but instead he was frightened and shy.

3.

He filled his mouth with lots of small, sharp, pointy rocks, but
the rocks fell out when he tried to roar.

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4.

He chewed prickly plants to make it easy for his teeth to come
through his gums. He still didn’t have any teeth!

5.

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One night, he saw a star falling from the sky. ‘Wish
I
may! Wish
c
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I might, have the wish,
I wish tonight!’ he whispered
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super
as he lay down to sleep. r

6.

7.

As the sun came up the next morning, Tex Rex yawned and
opened his mouth very wide.

Finding information
Learning about the skill
Learn how to find information.
• Read the question very carefully. Keywords will tell you what information and
details you need to find.

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• Think about an answer—but
you must look at o
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you are correct.u
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• Find the keywords in the text. Carefully read the information around them.
• Check all the answers before choosing one.

(d) Teddy bears are plants.
2. The keywords are what and teddy bears. Underline them in the
question.

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3. Choosing the best
.
chanswer.
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(a) Teddy bears aree
toys
but not wind-up
toys.
This is not the best
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answer.
(b) Teddy bears are toys and are not real. This is not a good answer.
(d) Teddy bears are not plants. This is a very bad answer.
(c) The first sentence says that teddy bears are stuffed toy bears.
This is the best answer.
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11

Teaching comprehension strategies

Finding information
Practice page
Practise finding information. (Clues are given to help you.)
1. What are the bodies of teddy bears covered with?

We made a railing on the
sides to stop us from
falling out. We used bits
of an old fence.

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5.

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Finally, we placed soft
cushions and blankets in
the tree house for us to
sit on.

6.

Mark, Karl, Kim and I had
great fun building and
playing in our tree house.
Even our toys had fun!

7.

Teaching comprehension strategies

16

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Identifying the main idea
Learning about the skill
Learn how to work out the main idea and why it is
important.
There are often many ideas but there is one idea that joins the other ideas
together. This is the main idea.

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• Always check all the answers before choosing one.

1. Read what you need to find out.
The main idea of Tree house is:

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• Read the text then ask yourself, what is it mainly about? (The title is a very
good clue to the main idea because a good title often tells the reader what
the text is about.)

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(b) The namesc
of some people are given in thee
text.
This is a little
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idea and not thee
main
idea. Thisr
not
a good answer.
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(a) The text is not about books. This is not a good answer.

(c) The text tells about trees and backyards but only a little bit. The
text does not tell how nice trees look in the backyard. This could
be an answer but not the best one.
(d) The text gives lots of steps to explain how a tree house was
made. This is the best answer.

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17

Teaching comprehension strategies

Identifying the main idea
Practice page
Practise finding the main idea. (Clues are given to help you!)
1. Paragraph 1 is mainly about:

4. Circle yes or no.
The title tells the main idea of the whole text.
R.I.C. Publications® ~ www.ricpublications.com.au

21

Yes

No

Teaching comprehension strategies

Student tests
The tests on pages 23 to 25 will show how well you can:
•

Understand words

•

Find information • Identify the main idea

Helping at home

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p Lots of families have o
Parents are very busy.
mums and dads
u
k
who work. Children
can help by doing jobs. This helps everyone
S
in the family.
Doing jobs at home is good for children. I think all children
should have some jobs to do at home.

1.

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2.

Children are little but they can help by picking up their toys,
taking out the rubbish, dressing themselves and getting their
own cereal for breakfast. This helps because adults don’t have
to do them as well as the bigger jobs.

3.

Doing jobs at home teaches children to be responsible. They
learn to take charge of the things they have to do. Doing jobs
helps children to grow up to be responsible adults.

Firstly, students need to determine from the question which events
they are required to sequence. Then, they should locate them in the
text and look for any time markers that could be helpful. Examples
could include before, then, when, while, after, finally, at last or
following.

How to make fairy bread..........................................................Pages 32–33
• Try it out: Page 33
1. (d)
2. (b)
3. (a) Use the knife to butter the slices of bread.
(b) Cut the fairy bread into triangles.

Teachers notes – 2
The focus of this section is on the following skills:

Sequencing

Finding similarities and differences

Predicting
Indicator

Predicting

Student tests

• Students will use information from a text to predict outcomes not explicitly
stated in the text.

Tests have been incorporated to provide teachers with a clear record
of each student’s level of understanding and development pertaining
to each skill.

Background information

A class test record sheet is provided on page viii and an individual
student evaluation sheet on page ix.

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To be able to predict outcomes, often in terms of the probable
actions or reactions of specific characters, students need to focus
on content and to understand what they read. They need to monitor
their understanding as they read, constantly confirming, rejecting or
adjusting their predictions.

The chatting elf

Teac
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The focus of this section is on teaching students how to locate and
use the information provided in the text to determine probable
outcomes and then to evaluate their predictions.

Students need to be able to locate specific information related to
an issue and/or characters using keywords and concepts. Their
predictions should not be wild guesses, but well thought out,
logical ideas based on the information provided and some prior
knowledge.

Morning
Bill and Bob
Mrs Snout

If students’ answers differ, it is suggested that they check again to see
why their answer varies from the one given. If they can justify their
answer, teachers may decide to accept it.

The lion and the dolphin.........................................................Pages 44–45
• Try it out: Page 45
1. (c)
2. Students could have ticked (a), (c) and (d) but other answers may be
acceptable as long as students can justify their answer.
3. Teacher check

3. Find the word first in the text. Underline it. (First is a time marker
word.)
First means the part of the text you are looking for comes before
other parts of the text.

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.
(a) The child does
the bedclothes but it is e
not
the first thing done.
chtidy
r
It does not comee
inr
first position ins
the
text. It is the second thing
o
t
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p
the child does. This is not the best answer.
4. Choosing the best answer.

(b) The text does not tell us that the child yawned. This is not a good
answer.
(c) The text does not tell us that the child stretched. This is not a
good answer.
(d) ‘I jump out of bed’ comes first in the text and follows the word
first (a time marker word). This is the best answer.
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29

Teaching comprehension strategies

Sequencing
Practice page
Practise sequencing. (Clues are given to help you.)
1. What does the child do after eating breakfast?

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The best answer
Sis .
(b) rinse the dishes

(c) clean the kitchen

(d) read a book

2. What was the next thing to happen after the
child rinsed his/her dishes?
(a) I watch television. (b) I go to school.
(c) I clean my teeth.

(d) The family had lunch.

Think!
Thin

Find ‘eat breakfast’ in
the text and see what
comes after it.

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(a) jump out of bed

Thin
Think!

Find the words ‘Then I
rinse my dishes’, then
read the very next
event.

3. What does the child do before eating breakfast?
(b) clean his/her teeth

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(c) tidy the bedclothes

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The best answer is

(d) play a game

.

Some of the answers
are silly. Read the
others carefully and
choose.

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(a) schoolwork

Thin
Think!

o
c
.
4. Tick the final (last)c
thing that the child does.
e
her
Thin
r
Think!
o
t
s Look for a bigger word
super
(a) go to sleep
with final in it. The
answer is near the
word.

(b) have a bath
(c) pack his/her school bag
(d) walk to school
Teaching comprehension strategies

30

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Sequencing
On your own
Work out these answers.
1. What did the child do just before getting dressed in his/her school
clothes?
(a) clean his/her teeth
(b) rinse his/her dishes
(c) walk to school
(d) play with a toy

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The best answer
S is .

2. Just before the child walked to school, he/she ...
(a) ate breakfast
(b) packed his/her school bag
(c) fell asleep
(d) had a bath
The best answer is

(a) Dad and Mum are tall. This may be a good answer, but the
question asks for three people. There are only two people in this
answer. So this is not a good answer.

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.
ch
(b) Gran and ‘me’
are short. There are also only
two
people. The
e
r
e
question asks for
three
people. r
iso
not a good answer.
r
st
su
peThis

(c) There are three people in this answer so this could be the best
one. In the table, Steve is tall but Gran is short and so is ‘me’.
This is not the best answer.
(d) There are three people in this answer so this could be the best
answer but we need to check in the table. Dad is tall, Mum is tall
and Steve is tall. This is the best answer.
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2. The backyard and the bedroom both have ...
(a) a plant
(b) a cat
(c) a dog
The best answer is

.

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3. Draw something in your bedroom that is …
(a) the same as in this bedroom. (b) different from this bedroom.

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super

4. Colour the things that are different in your backyard.

cubbyhouse

sandpit

slippery dip

dog

tomatoes

grass

flowers

cat

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39

Teaching comprehension strategies

Predicting – 1
As we read, we need to think about what is happening and work out what we
think will happen next.

The man and the singing bird

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The man really liked
the
singing.
He
set
a trap
for the bird by
p
putting food in au
cage and leaving the door open.k
S
‘I’ve caught you now’, he said. ‘So you can sing for me all the
One night a man heard a bird singing happily.

1.

3.

time!’

‘I can’t sing in a cage’, said the bird.

4.

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2.

‘If you can’t sing for me,’ said the man, ‘I will have to kill you
and eat you on toast’.

(b) Birds do eat toast but this bird was almost put on toast and eaten
by the man. Toast might remind him about how he was caught
and almost eaten. This may not be the best answer.
female bird. Only female birds lay eggs. This is not a good answer.
(d) The bird is a singing bird. He will keep on singing. But he will
probably find a new, safer place to sing next time. This is the best
answer.

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41

Teaching comprehension strategies

Predicting
Practice page
Practise predicting. (Clues are given to help you.)
1. How do you think the bird will feel next time he
sings at night?

shopping. The shop shut before he could do his shopping. Then
Mrs Snoop chatted when he was cooking dinner and his dinner
burned. Finally, Bill and Bob chatted when he wanted to take
his dog for a walk. Barkey got angry and bit him.

Jabber decided to stop chatting so much. Now Jabber just
waves to everyone as they pass his house.

.
te was late for her visit to the doctor. o
(a) Mrs Stout
c
.
c
e
her
r
o
st
super

2. Write sentences to tell what probably happened when ...

(b) Mrs Snoop was late getting to the hairdresser.

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49

Teaching comprehension strategies

Teachers notes – 1
The focus of this section is on the following skills:

Concluding

Summarising

Concluding

Inferring

Summarising

Indicator

Indicator

• Students will make judgments and reach conclusions based on facts and
details provided in a text.

• Students will summarise text by linking important information and
identifying the main points.

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Background information

Background information

This section demonstrates how to decide on the meaning of facts
and details provided in a text and to build up evidence in order to
make judgments and reach conclusions about this information.

To be able to summarise text successfully, students first need to
be clear about what they are being asked to do and the form their
answer should take. (For example, a one-word answer or a more
detailed explanation may be required.) It will help if they underline
the critical words in the question.
They then need to locate any relevant information in the text,
underline it and establish how it is linked. Words such as while,
but, and, when and as may be significant in establishing how the
information is linked. Unnecessary and irrelevant information
should be omitted and the main points established for inclusion in
the summary.

ew
i
ev
Pr

Teac
he
r

Students also need to be able to search for evidence to support a
particular conclusion by locating the relevant information in the
text, and then making judgments about it.
In higher order comprehension skills such as this, answers are not
always immediately obvious and discussion about why one answer
is judged to be the best should be encouraged. However, teachers
may decide to accept another answer, if a student can provide the
necessary evidence to support the answer he or she has given.

Students may need to locate information throughout the entire text
in order to summarise the main points for some questions.

Answers

Boys..................................................................................................Pages 52–55
• Practice page: Page 54
1. (b)
2. (c)
3. Teacher check: Drawings should include tall, big hands and feet, freckles,
spots, spiky hair, bumps and scrapes on legs and arms, glasses, shirts
hanging out.
4. Boys don’t look nice.
5. Teacher check
6. Answers should be similar to ‘Boys don’t like good things’.
• On your own: Page 55
1. (b)
2. (a)
3. These statements should be coloured:
They push in front of you.
They take toys off you.
They don’t see you when you want to join in.
4. Teacher check: Drawings should include playing with trucks and trains,
playing cricket or football, working or playing at school.

Answers may vary and will require teacher checking. Those given
below are provided as a guide to the main points.

Dogs.................................................................................................Pages 56–57
• Try it out: Page 57
1. (c)
2. (c)
3. (b)
4. Teacher check: Students should have chosen ‘Dogs are animals who make
good pets.’ or ‘A dog would make a really great pet.’

Inferences are opinions about what is most likely to be true and are
formed after careful evaluation of all the available facts. Students
need to realise that because there is no information that ‘tells’ them
the actual answer, their inferences may not be correct. They have
to determine what makes the most sense, given the information
provided, and to then look for details to support their decisions.
They may need to use some prior knowledge to help them to
determine their answer.

The focus of this section is on teaching students how to use
contextual information, both written and visual, to determine what
they believe to be true, and then to find further evidence to support
their decisions.
Student answers will need to be teacher checked, but some possible
answers have been provided as a guide.

Concluding – 1
Conclusions are decisions we make by working something out.
We make conclusions about what we read by finding facts and details in the text
and deciding what they mean.

Boys

r
o
e
t
s
Bo
r
e
ok
Boys are big. Theyp
have big
u
feet and big S
hands. They
get in the way because
Boys are not nice people!

1.

ew
i
ev
Pr

Teac
he
r

2.

they are too tall.

Boys play noisy games
with cars, trucks and
trains. They make a lot
of noise when they play
cricket or football.
They make a lot of noise when they do schoolwork and when
they go out to play. Boys are noisy!

Boys are mean. When you stand in line, they try to push in
front of you. Sometimes they don’t even see you when you ask
if you can join their game. Some boys take toys from you when
you are playing with them.

w
ww

m
.
u

4.

.
te

Boys forget to put away their things. They leave rubbish behind
when they eat lunch or morning tea. They don’t hang up their
bags or hats. They don’t put away their toys. They like to play
in mud and sand and make a mess. Boys are messy.

2. You will need to find the word mean in paragraph 4. Underline the
things she says boys do that are mean.

.
te
o
c
(a) She says boys have freckles, spots and spiky.
hair. But this is not
chthey
why she thinks
are mean. This is notr
ae
good answer.
er
o
t
sBut this is not why she
suandesand.
r
(b) She says they play in mudp
3. Choosing the best answer.

thinks they are mean. This is not a good answer.
(c) She says they fight. Fighting is a mean thing to do. But is this the
best answer? You must check all answers.
(d) In paragraph 4 she says boys are mean because they push in
front of you and take your toys. This is the best answer.
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53

Teaching comprehension strategies

Concluding
Practice page
Practise concluding. (Clues are given to help you.)
1. Why does the girl think that boys get in the way?
(a) Because they push you.

(b) Dogs don’t take up very much space.
(c) Dogs don’t need a lot of care.

.
te

(d) Dogs have fleas.

m
.
u

(a) Dogs bark a lot.

The best answer is

.

The best answer is

.

o
c
3. Which conclusion
would be the best one for verse
1?
.
ch
e
r
o
(a) Dogs are clever.e
t
r
s
super
(b) There are lots of different dogs to choose.
(c) Dogs are big.
(d) Dogs don’t need a lot of care.

4. Find and copy one sentence which would be a good conclusion for
the whole poem.
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Teaching comprehension strategies

Summarising – 1
Summarising is giving the main ideas or facts without using many words.
Summarising can help us to understand text.

o
c
.
Pitcher plants canc
grow by climbing
e
he
r
up trees. They can
grow
on the
o
t
r
s
sup
er
ground in forests. They can grow
by
attaching themselves to trees.

Pitcher plants are clever but strange
plants.

7.

Teaching comprehension strategies

58

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Summarising
Learning about the skill
Learn how to work out the main points and summarise text.
• Make sure you understand the question. Underline the keywords.
• Look for information in the text. Decide what is important and how it is
connected.

2. The keywords in the question are best summarises. Underline that
part of the question. Read the first paragraph and underline the
keywords in each sentence. Decide which information would not be
needed in the summary.

.
te
3. Choosing
the best answer.
o
c
.
e
(a) It does sayc
this
in
paragraph
1.
But
important
information has
h
r
e
o
r
been left out. This is
notu
ap
good
answer.
st
s
er
(b) It does say this in paragraph 1. But important information has
been left out. This is not a good answer.
(c) It does say this in paragraph 1. But important information has
been left out. This is not a good answer.

(d) This sentence gives all the important information. It is the best
answer.
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59

Teaching comprehension strategies

Summarising
Practice page
Practise summarising. (Clues are given to help you.)
1. Which sentence best summarises the information
in paragraph 2?

(d) the parts of a pitcher plant
3. Draw and label a diagram which summarises how pitcher plants
eat. Use details from the text.

.
te

o
c
.
che
e
r
o
t
r
s
super

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61

Teaching comprehension strategies

Summarising – 2

Dentists

r
o
e
t
s
Bo
r
e
p
ok
u
S Dentists have to look at your teeth,
Dentists have a very important
job. They help you look after your
teeth.

1.

2.

ew
i
ev
Pr

Teac
he
r

mouth and gums. If something is
wrong, they work out what to do
about it.

Dentists fill holes in teeth. They
can make teeth straight. They take
X-rays of teeth. They fix broken
teeth. Dentists take out teeth.
They order false teeth. They put
fluoride on teeth to make them
strong.

3.

5.

6.

Dentists tell people what food to eat for strong, healthy teeth.
They show people how to brush and floss and look after their
teeth.

.
tneedles or gas to keep their patients comfortable.
Dentists givee
o
c
.
They can also give
drugs to help people withe
infections
or
c
h
r
pain.
er
o
st
super

Dentists use lots of things such as X-ray machines, drills,
mouth mirrors, probes, brushes and needles. They must wear
gloves and masks to protect themselves and their patients
from infections.

Teaching comprehension strategies

62

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Summarising
Try it out
Use the strategies you learnt and practised in Strange
plants to summarise information.
Remember:

r
o
e
t
s
Bis important and how it is
r
• Look for information e
in the text. Decide what o
p
ok
connected.
u
S
• Leave out any information you don’t need.
• Make sure you understand the question. Underline the keywords.

On Wednesday afternoon, I walked up my street to go to
Brock’s house to play.

6.

On Thursday morning, I walked down my street to school. We
learnt lots of things and sang songs.

m
.
u

7.

On Thursday night, we drove up my street to go shopping. We
ate takeaway in the food
hall.

w
ww

8.

.
te

o
c
.
che
e
r
o
t
r
s
super

On Friday morning, we could
walk slowly to school. We
looked at the new house
being built and the nice
gardens.

9.

On Friday night, I stayed up
late and watched a movie.

10.

I didn’t walk down my street
on Saturday and Sunday.

11.

Teaching comprehension strategies

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Inferring
Learning about the skill
Learn how to work out what is most likely to be true.
• The answers are usually not in the text, but there is information to give you
clues to think about. (This could be underlined.)

r
o
e
t
s
Bo
r
e
pbefore deciding.
ok
• Consider all answers
u
S

1. Read the question.

Why did the child walk to school with his mum?
(a) He liked walking and talking with his friends.
(b) He wanted to stretch his new shoes.

ew
i
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Pr

Teac
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r

• Find the answer that makes the most sense and is helped by details from the
text.

2. The question asks about walking to school with an adult. Think
about why adults would want to walk to school with their children.
3. Choosing the best answer.

.
te

(a) The child met his friends at school. They did not walk with him
and his mum to school. This is not the best answer.

o
c
.
ctalks
(b) This answer
about
new
shoes.
New
shoes
are not talked
e
h
r
e
oanswer.
t
about at all in the
text.
ise
not
as
good
r
sThis
r
up

(c) Lots of mums like to exercise so this may be true. This may be a
good answer, but remember to read all of them as there may be
a better answer.
(d) Keeping children safe is very important to mums and dads. This
child is probably not old enough to walk to school by himself. This
is probably the best answer.
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Teaching comprehension strategies

Inferring
Practice page
Practise inferring. (Clues are given to help you.)
1. Why do you think they drove to piano lessons?

Think!

Read and think about all
r
o
e
t
Bothe answers.
r
(b) The car engine needed
tos
be used.
e
p
ok
(c) They had to carry
the piano in the car.
u
S
(d) They liked using the car to go everywhere.

3. Write a sentence to tell why you think the child did not walk down
his street on Saturday and Sunday.

.
te

o
c
.
che
e
r
o
t
r
s
super

4. Think about what the
child does at school.
Draw a picture to show
how you think he feels
about school.

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Teaching comprehension strategies

Inferring – 2

Letter to Jack

r
o
e
t
s
Bo
r
e
p
ok
u
We climbedS
in the old truck and drove out of town. The road

Dear Jack,

It was 9 o’clock in the morning when Nan and Pop picked
me up from the airport. They hugged and kissed me.

1.

ew
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Pr

Teac
he
r

2.

was covered with red dust. Stumpy bushes grew along the
side of the road. I saw brown rabbits hopping along, and
cattle standing around. The sky was as blue as the sea.
There wasn’t one cloud in the sky.

Finally, we turned onto a gravel track and drove through
a set of wide gates. Two big posts stood on each side. The
large sign across the posts said ‘Rabbit Flats Station’.

3.

into the house. Pop put my suitcase in Mum’s old bedroom.
In the kitchen, Nan poured tall glasses of lemonade and
put out a big plate of scones with jam and cream.

o
c
.
c
e
her
r
This holiday is going
to be so much t
fun!
Wish you were
o
s
s
r
u
e
p
here, Jack. I guess I’ll have to eat all Nan’s great cooking

While Nan washed the dishes and put away the leftovers,
I gazed out the window at the horses.

6.

7.

all by myself.

Love

Ty

Teaching comprehension strategies

68

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Inferring
Try it out
Use the strategies you learnt and practised in My street.
Remember:
• The answers are usually not in the text, but there is information to give you
clues to think about. (This could be underlined.)

Teachers notes – 1
The focus of this section is on the following skills:

Cause and effect

Fact or opinion

Cause and effect

Point of view and purpose

Fact or opinion

Indicator

Indicator

• Students will determine cause and effect and understand how they are
connected.

• Students will demonstrate their ability to identify facts and opinions and
their understanding of how they differ.

r
o
e
t
s
Bo
r
e
p
ok
u
S

Background information

Background information

Students need to understand that the cause leads to the effect and
that they are connected.

A fact is something that is true. It can be verified by referring to
other information. In other words, it can be checked and be shown
to be correct.

Teac
he
r

This section demonstrates strategies for students to use in order
to find information in text which, in turn, helps them to make the
connection and determine cause and effect.

An opinion is something that someone believes to be true, but which
cannot be verified. In other words, it is something that someone
thinks rather than knows is true.

ew
i
ev
Pr

They need to find and underline the keywords in questions, then
search for information in the text which makes connections between
the keywords and either the cause or the effect. They need to
understand that they will be given one in the question, but they will
need to search for the other.

Students must to be able to distinguish between facts and opinions
to become critical readers. They have to engage and interact with
text and read with a questioning attitude. They can then look for
relationships and critically judge and evaluate what they read.
Critical readers become more discriminating consumers of the news
media and advertising.

The sandman.................................................................................Pages 80–81
• Try it out: Page 81
1. (a)
2. (b)
3. (a) holds an umbrella with pictures on it over them
(b) holds an umbrella over them which has no pictures on it

Teachers notes – 2
The focus of this section is on the following skills:

Cause and effect

Fact or opinion

Point of view and purpose

Point of view and purpose

Student tests

Indicator

Tests have been incorporated to provide teachers with a clear record
of each student’s level of understanding and development pertaining
to each skill. It is important that students work independently to
complete the tests.

• Students will understand and identify the writer’s point of view and
purpose.

Background information

r
o
e
t
s
Bo
r
e
p
ok
u
S

A class test record sheet is provided on page viii and an individual
student evaluation sheet on page ix.

The author’s point of view is his or her opinion about a subject.
A reader should, after careful and detailed analysis of what has
been written, understand and be able to identify the point of view
expressed in the text.

The author’s purpose for writing explains why the text was written.
It may be to express a particular point of view, to amuse, entertain,
inform, persuade, instruct, describe, record information or to
explain something.

Students should be encouraged to try to work out how and what the
writer was thinking and to use this to help them to make decisions
about the writer’s point of view. They should then look for details in
the text to support or reject the choices they have made.

2. The keywords in the question are Jamal and run. Underline them
in the question. Find the keywords in the same verse in the poem.
Underline them.

.
t
o
3. Choosinge
the best answer.
c
.
c
e
r
(a) The bees are h
talked
about later in the o
poem,
but it is Mario who is
e
t
r
s
s
r
uisp
ethe best answer.
chased by the bees. This
not
(b) The poem does not say anything about Jamal being in a race.
This is not a good answer.
(c) The poem does not say anything about Jamal’s mum at all. This is
not a good answer.
(d) The first verse tells about Jamal learning to run when the dog took
his bun. He did not run for fun. This is the best answer.
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77

Teaching comprehension strategies

Cause and effect
Practice page
Practise finding cause and effect.
(Clues are given to help you.)
1. What caused Maria to trip over her shoe?

r
o
e
t
s
Find and read the verse
B
r
e
o
where
Maria and her shoe
(b) She ran after thep
dog.
o
u
are talked
about. The cause
k
(c) She did notS
tie her shoelace.
is in the same verse.
Think!

The sandman sneaks
behind children and
blows on their necks to
make them sleepy.

5.

He likes children. He
only wants them to be
quiet while he tells them
stories.

w
ww

m
.
u

6.

.
te

o
c
.
che
e
r
o
He holds an umbrella with no
pictures
on
it
over
bad
children. They
t
r
s
s
r
u
e
p
sleep all night without having any dreams.

He holds an umbrella with pictures on it over good children. They
dream beautiful stories all night.

7.

8.

In the morning the children wake up. They have to wipe sleep dust
from their eyes because the sandman has paid them a visit during
the night.

9.

Teaching comprehension strategies

80

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Cause and effect
Try it out
Use the strategies you learnt and practised in One to
five to work out cause and effect.
Remember:

r
o
e
t
s
Bo
r
e
p
o
u
• Look for keywords in the question. Underline them. k
S
• Find words in the text that are joined to the key question words.
• The cause leads to the effect. They are joined together.

• Check all answers before deciding.

1. What is the effect of the sandman taking off his
shoes and walking in his socks?

(a) Good children dream beautiful dreams because he ...
(b) Bad children have no dreams because he ...
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81

Teaching comprehension strategies

Fact or opinion – 1
When reading it is important to understand the difference between facts and
opinions and to work out which is which.
A fact is something that is true.
An opinion is something that someone THINKS is true.

r
o
e
t
s
Bo
r
e
p
o
u
k
A house is a building where
S
people live.
Houses

ew
i
ev
Pr

Teac
he
r

1.

Houses have a roof and
walls. Roofs can be made
of grass, wood, metal, tiles
or other things. A tile roof
looks the best.

Houses can be made of brick, grass, ice, timber or other material.
Brick is the best material for building houses.

3.

w
ww

m
.
u

Houses have rooms to do different things in. Some houses have
many rooms. Some have only a few rooms. A house with lots
of rooms would be good for a big family.

4.

Houses can be big or small. Small houses are easier to look
after than big houses.

5.

.
te
o like
Houses like a castle or an igloo stay in one place..
Houses
c
ctent
e
a caravan, boat or
be moved around.
A house that
hecan
r
o
r
st
s
moves would be fun to live
in.u
per
Some houses have a yard. My big backyard is good.

6.
7.

Houses can have a garage or a carport for cars. A house with
a garage is better because you can lock it up.

8.

People need houses to keep them safe from rain, wind, heat
and cold.

9.

I’m glad I’ve got my house to live in!

10.

Teaching comprehension strategies

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Fact or opinion
Learning about the skill
Learn how to work out if something is a fact or an opinion.
• Ask yourself:
Can the statement be checked and proved to be correct? If it can, it’s a fact.

(a) This is a fact that would be easy to check in books. This is not a
good answer.

o
c
.
che
(b) This information
could be checked in books
or
on the Internet.
e
r
o for the question.
These are facts. This
isu
not a good
answer
t
r
s
s
per
(c) This information could be checked and is a fact. This is not a
good answer.

(d) This sentence does not give information that can be checked.
This is an opinion. This is the best answer.

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83

Teaching comprehension strategies

Fact or opinion
Practice page
Practise working out facts and opinions. (Clues are given to help you.)
1. Which sentence is a fact?

Think
r
o
e
t
s
B
r
e
ooWhich ones tell what
p
someone THINKS
(b) Houses look nice
with a garden.
u
k
S
and cannot be
(c) All houses should be made of grass.
checked?
(d) All houses should be made of timber.
The best answer is

.

2. Which sentence is an opinion?

ew
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Pr

Teac
he
r

(a) Houses can be made of brick, grass, ice,
timber or other material.

Showbags
Showbags are big, colourful bags full of goodies which are sold
at the show. Showbags are the best things to buy at the show.
Everyone who goes should buy a showbag.

1.

r
o
e
t
s
Bo
r
e
p kinds of showbags.ok
There are lots of different
Some are big.
u
They have lotsS
of things in them. Some are small. They only
have a few things in them. I like the big ones best because you

ew
i
ev
Pr

Teac
he
r

2.

get lots of goodies. Everyone should buy big showbags.

Some showbags can cost a lot. Some don’t cost very much at
all. It is better to save up your pocket money and buy one that
costs a lot because you get lots of things in it.

Showbags are not too heavy
to carry around. You need to
buy the best ones first before
they are all sold. If you have
enough money you can buy a few
showbags to take home.

w
ww

5.

.
te

6.

m
.
u

Showbags can be filled with comics, little plastic toys, sweets,
drinks, games, stickers, masks, balloons and other goodies. The
ones filled with chocolate and sweets are the best. Everyone
should buy the showbags filled with lots of sweets and
chocolates.

.
te
(c) Some
showbags can cost a lot.
o
c
.
(d) It is best toc
buy
a
showbag
that
costs
a
lot.
e
her
r
o
t
s
super
The best answer is
.
(b) Some showbags are big.

3. Write ‘fact’ or ‘opinion’ for the sentence.
The ones filled with chocolate and sweets are the best.

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87

Teaching comprehension strategies

Point of view and purpose – 1
When we read, we should try to think like the writer. Then we can try to work out
how and what he or she feels and believes (the writer’s point of view). We can also
try to work out why he or she wrote the text (the writer’s purpose).

How jellyfish look after themselves

r
o
e
t
s
Bohave eyes, brains,
r
e
Jellyfish are very unusual
animals. They don’t
p
ok to work
bones or a heart.u
They can sense light and smell things
out where theyS
are.

ew
i
ev
Pr

Teac
he
r

1.

Jellyfish have clever ways of protecting themselves. They have
bodies you can see through. This makes it easy for them to hide
from animals wanting to catch and eat them. Some turtles, fish,
sea snails and slugs eat jellyfish. Healthy jellyfish can grow new
bits of their tentacles if they hurt them.

Jellyfish eat waterplants and tiny sea
creatures. Bigger jellyfish can sometimes eat
small fish and prawns. Jellyfish can be nasty
because they even eat smaller jellyfish!

4.

.
te

5.

m
.
u

Jellyfish sting with their tentacles. They sting animals to catch
and eat them. When a jellyfish stings, it puts poison into its prey.
They also use their tentacles to fight other animals. Jellyfish can
be dangerous for other animals to meet in the
sea.

3.

o
c
.
c
e
he
r
Jellyfish do not often
hurt humans because
o
t
r
s
they are quite shy and will s
tryu
top
move
away.
er
People who are hurt by jellyfish are usually
stung by accident because they have disturbed
a jellyfish.

Teaching comprehension strategies

88

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Point of view and purpose
Learning about the skill
Learn how to work out the writer’s point of view and his or
her probable purpose or reason for writing the text.
• Writers don’t always just tell you what they think or believe or why they have
written the text. Sometimes you have to try to think like they do and work it
out for yourself.

Teac
he
r

r
o
e
t
s
Bo
r
e
• In the text, there arep
details and information for you o
to find, underline and use
u
k
in making your
Schoices.

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i
ev
Pr

• Check all answers before deciding.

1. Read the question.

Does the writer think that jellyfish are often dangerous to …
(a) people?

(a) In paragraph 5 the writer says that jellyfish do not often hurt
humans because they are quite shy. This is probably not the best
answer.

o
c
.
c
e
hedisturb
(b) A swimmer could
a jellyfish buto
it r
would try to move away.
t
r
s
su
r
pe
This is probably not the
best
answer.
(c) The writer doesn’t say anything about birds. So this is not a good
answer.
(d) The writer says that jellyfish eat tiny sea animals so jellyfish would
be dangerous for them. This is the best answer.

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89

Teaching comprehension strategies

Point of view and purpose
Practice page
Practise working out what the writer believes and why he
or she wrote the text. (Clues are given to help you.)
Think!
r
o
e
t
s
B
r
the information
e
ooRead
p
in paragraph 3.
(b) Jellyfish are friendly
animals to play with in the
u
k
S
sea.
1. The writer believes that ...

ew
i
ev
Pr

Teac
he
r

(a) Jellyfish can be dangerous animals.

(c) Jellyfish make good pets.
(d) Jellyfish can be kept in a fish tank.
The best answer is

‘Fee! Fie! Foe! Fum!
I smell the blood of an Englishman.
Be he alive, or be he dead,
I’ll grind his bones to make my bread.’

w
ww

.
te

m
.
u

6.

o
c
.
The giant’s wife was
very brave to help him but Jack
was very
c
e
r
bad to steal the henh
and
the singing harpt
from
the giant.
er
o
s
s
r
upe
I didn’t like Jack when he chopped down the beanstalk with his

axe and killed the giant. The giant was only looking after his
things.

This is a good story except when the giant gets killed, but lots
of other children like gory stories.

9.

Teaching comprehension strategies

92

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R.I.C. Publications®

Point of view and purpose
Try it out
Use the strategies you learnt and practised in How
jellyfish look after themselves to work out the writer’s
point of view and purpose.

r
o
e
t
s
Bo
r
e
p
ok
u
S are details and information about the question to find,
• In the text, there

Remember

underline and use to make your choices.

• Check all answers before deciding.

1. What does the writer think about Jack and his
mother being poor?

ew
i
ev
Pr

Teac
he
r

• Writers don’t always tell you what they think or why they have written the
text. You have to try to think like they do and work it out for yourself.

(a) to tell the story?
(b) because he or she was happy?
(c) because he or she was sad?
(d) to tell what he or she thinks about the story?
The best answer is
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.
93

Teaching comprehension strategies

Student tests
The tests on pages 94 to 97 will show how well you can work out:
•

Cause and effect

• Fact or opinion

• Point of view and purpose

My dog, Barkly

r
o
e
t
s
Bo
r
e
p
o
u
k We loved
I was very sad so I cried. My brother, Max, cried too.
S
Barkly very much. He was a good dog. He was a member of our
Yesterday, my dog, Barkly, died at the vet’s. He was a very old
dog.

1.

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i
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Pr

Teac
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r

2.

family.

Barkly used to dig holes in Mum’s garden. She didn’t like that.
It made her mad. But she still loved Barkly. He had been with
us since he was a pup.

3.

Barkly was glad to see me when I came home from school. He
wagged his tail and followed me around. I liked him doing that.
He was a good friend.

Barkly was the best dog in the whole world. He did not bite
anyone. He did not bark much unless he was excited.

5.

Barkly’s favourite toy was his blanket. It was dirty with holes in
it. He dragged it all over the yard. We had to keep washing
it and putting it back in his kennel. It
looked like a rag, but he loved it.

Point of view and purpose
Test 3
• Writers don’t always tell you what they think or believe or why they have
written the text. Sometimes you have to work it out for yourself.
• The text has details and information to find and use in making your choices.
(These could be underlined.)

Teac
he
r

r
o
e
t
s
Bo
r
e
• Check all answers before
deciding.
p
ok
u
S

Date:

1. What does the writer think about dogs?
(a) They make a lot of noise.
(b) They are good pets to have.